casa; habla; como; donde; sopa; letras; viven; saludos; eres; regular; bastante; Pilar; nacionalidad.

casa; habla; como; donde; sopa; letras; viven; saludos; eres; regular; bastante; Pilar; nacionalidad.

The pronunciation of Spanish consonants ‘f’, ‘k’, ‘l’, ‘p’ and ‘t’ is similar to English.

The numbers 200, 300, and so on, have to agree with the gender of the noun to which they refer.

This unit expands the practice of working with verbs with two pronouns. It further introduces indefinite adjectives and pronouns (quantifiers): all, some, any, much, etc. It also expands on comparisons of equality and superlatives (introduced in Unit 7) to allow for comparison of nouns and verbs as well as adjectives.  Students are now able to express sophisticated preferences when buying items of clothing and presents. The introduction to indefinite adjectives and pronouns enhances their ability to make comparisons. Finally, the appropriate translation of the English interrogative ‘What?’ ¿Qué?  ¿Cómo? ¿Cuál? is usefully explained.

Building on the description of the perfect in Unit 9, this unit introduces students to the pluperfect tense. It is formed from the auxiliary verb haber (now in the imperfect) and the past participle. Usage is similar to English, describing the relationship between earlier events and subsequent ones. It is frequently used for describing things that had happened and the circumstances in which they happened, as, for example, in someone’s life story. Students now have the full range of past tenses at their command, and the unit explores and revises the ways in which the past tenses relate to one another and are used in different combinations. Additional expressions of time support this work. The adjustments that need to be made in moving from direct to reported speech, often associated with the use of the pluperfect, are explained and practised through a number of exercises.

Chapter 1 provides an overview of the major topics in linguistics and second language acquisition (SLA) that are particularly relevant for research with second language learners. The first half of Chapter 1 sets out the foundational concepts, and defines such major terms as linguistics, second language acquisition, and heritage speakers. The chapter addresses such influences on language acquisition as age of acquisition and input quantity and quality, comparing and contrasting different types of learner population (monolingual vs. bilingual, first language vs. second language learners vs. heritage speakers). The chapter provides a brief introduction to generative linguistics and generative SLA, discussing evidence for the biological foundations of language and for Universal Grammar. In the second half of Chapter 1, the discussion moves on to the implicit vs. explicit distinction, which is manifested in second language learning, knowledge, and instruction, and which is relevant both to the nature of teaching interventions and to the measurement of learners’ resulting knowledge.

This unit deals extensively with expressing likes and dislikes, using gustar and encantar, along with going shopping and dealing with weights and measures. Students are introduced to the concept of radical-changing verbs, specifically costar, jugar, querer and preferir. They also learn the indirect object pronouns and personal pronouns after prepositions.

This unit introduces students to the future tense, and also to the present continuous. Along with the latter, the gerund (which is needed for the present continuous) is explained. The regular and irregular forms of the future are presented. A comparison is made of English and Spanish ways of expressing the future. Both can use a future tense to express a supposition or probability, but where English might use a present continuous to describe a future event, Spanish needs a future tense. The present continuous and the gerund are less common in Spanish, particularly the gerund, which may not be used as an adjective or a noun, but is principally used as an adverb. The new tenses enable students to describe future plans and arrangements, giving or refusing invitations. These uses are supplemented by information as to how to write letters or use the telephone, and also by explanation of the useful verb pensar.

This unit presents the use of direct object pronouns, in combination with the affirmative familiar imperative and with personal ’a’. Students learn to express preferences when giving or following instructions and when eating out or ordering food. They are also introduced to expressions with the verb tener to indicate states of body and mind. Alternative structures to the passive are described and practised. Finally, Spanish expressions of duration and continuity in time are contrasted with their English equivalents.

This unit introduces students to the perfect tense, along with the associated regular and common irregular past participles. This tense allows students to converse about what they and others have done in the recent past and whether an action has been completed or not. It provides more practice on the use of direct and indirect pronouns when presented together and in combination with reflexive verbs. Furthermore, pronoun collocation in English and Spanish is contrasted, as are the ways in which English and Spanish deal with complex negative statements. Relevant expressions of frequency are provided.

Chapter 2 analyzes the origins and growth of the Nazi movement against the general background of the history of the Weimar Republic, 1918–33. Weimar had to overcome numerous challenges: a lack of German experience with parliamentary democracy; an association with the hated Treaty of Versailles; the fragmentation of the German polity; the monetary inflation of the early 1920s; and the massive levels of unemployment during the Great Depression. The last of these factors fueled the popularity of the forces at the ideological extremes – the Nazi Party and the Communist Party – which rejected the Republic altogether, making the formation of parliamentary majorities more difficult, in turn resulting in the use of presidential emergency powers to govern the country. The Nazi Party (NSDAP) began as a revolutionary organization but turned to an electoral strategy after its failed coup (putsch) of 1923. Although its electoral support remained low before 1930, it developed under Hitler into a movement of highly motivated members and activists. After an electoral breakthrough in 1930, the NSDAP became Germany’s largest party in the July 1932 election. It did not enjoy a parliamentary majority, however, and Hitler’s appointment to the chancellorship was ultimately made possible by support from German conservatives who saw the NSDAP as an anti-Communist bulwark.

In this unit students learn how to describe places and talk about accommodation. They practise prepositions of place, the differences between ser and estar, and study nouns, adjectives and articles, gender and number. Modifiers are explained, as is the use of hay to mean there is/there are.

This unit exploits students’ knowledge of present subjunctive forms, to complete (following Unit 8) their understanding of the remaining examples of the imperative – formal, negative, first and third person. As a result, they can understand and issue instructions, advice and prohibitions. Comparisons of sayings and proverbs in English and Spanish both entertain and guide them against literalism in translation, while close study of a selection of newspaper articles from throughout the Spanish-speaking world alerts students to cultural and historical issues.

This unit introduces students to the perfect tense, along with the associated regular and common irregular past participles. This tense allows students to converse about what they and others have done in the recent past and whether an action has been completed or not. It provides more practice on the use of direct and indirect pronouns when presented together and in combination with reflexive verbs. Furthermore, pronoun collocation in English and Spanish is contrasted, as are the ways in which English and Spanish deal with complex negative statements. Relevant expressions of frequency are provided.

This unit expands material on leisure and routine activities by adding vocabulary associated with the months of the year, important dates in the Hispanic calendar, as well as the seasons of the year in relation to weather and celebrations. It also explores the differences between English and Spanish with regard to the comparison of adjectives. Students can thus use the relevant vocabulary to make reservations, to talk about the weather, and for holiday planning.